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HIS21210

Academic Year 2026/2027

Spanish Civil War (HIS21210)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Professor Ivar McGrath
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module examines the economic, social, political, cultural and religious roots of the Spanish Civil War (1936-39) and places them within the wider international historical context. The domestic causes of the military coup in July 1936 will be explored in conjunction with a focus on ideals and ideologies and other key factors that favoured its internationalisation and ultimately led to foreign intervention (Fascist Italy, Nazi Germany and the Soviet Union) and “malevolent neutrality” (Great Britain, France and the United States). The violence and hatred between Nationalists and Republicans that were unleashed in this conflict will be analysed as part of a broader discussion of the highly polarised rhetoric that inspired it. The war’s dual nature, revolutionary and reactionary, and the short and long-term repression that it triggered, will be examined by drawing on a wide selection of primary and secondary sources, such as archival records, propaganda posters and cartoons, newspapers, photography, literature, memoirs, film, and art. Interpretative categories that have attracted increasing attention in recent historiography, such as gender and race, will also be discussed.

About this Module

Learning Outcomes:

On completion of this module students should be able to:
1. Organise complex historical information;
2. Assess the impact of short, medium and long-term social, economic, political and cultural factors on the events that led to the Spanish Civil War;
3. Demonstrate an understanding of key historiographical debates on the Spanish Civil War;
4. Engage with primary and secondary sources in a critical manner;
5. Hone analytical and writing skills to a level appropriate for a Level 2 student of History.

Indicative Module Content:

The module will cover the following main areas: Week 1: A ‘Decrepit Old Empire on the Eve of its Final “Disaster”’, 1898-1931. Weeks 2 and 3: The Second Republic, 1931-1936. Week 4: The Coup, July 1936. Week 5: Spain Divided in Two, 1936-1937. Week 6: The ‘Internationalisation’ of the Conflict, 1936-1937. Week 7: Franco, Faith and Falangism. Week 8: Reading Week. Week 9: Nationalist Spain and the Annihilation of the ‘Enemy’. Week 10: Evolving Gender Roles and Relations. Week 11: Making Sense of Fratricidal Violence. Week 12: The Civil War: Divided Memories and ‘Alternative Facts’.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

45
Autonomous Student Learning

45
Lectures

11
Seminar (or Webinar)

11
Total

112

Approaches to Teaching and Learning:
This module combines large-group and small-group teaching, through a weekly lecture and seminar. Weekly lectures provide overviews of weekly topics, with focus upon key historical trends, debates and events. Weekly seminars focus on active / task-based learning using both secondary and primary sources related to the weekly topic covered in the lecture. In Week 8 the students will be given the opportunity to discuss how they intend to approach answering their essay question of choice with the MC and their peers with a view to receiving constructive feedback and suggestions.
Autonomous learning is nurtured through required preparatory reading each week, student-led in-class debate and two written assignments. Research, writing and citation skills are discussed during Week 1 to 3.
Generative AI may not be used for assessments in this module. If you have any concerns about what is included in the remit of generative AI, please consult with your Module Coordinator

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): 800 word Primary Source Analysis Week 6 Graded No
30
 No
Assignment(Including Essay): 1800 word End-of-Term Essay Week 12 Graded No
50
 No
Participation in Learning Activities: Participation in class exercises and activities Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 8, Week 9, Week 10, Week 11, Week 12 Graded No
20
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback on the Mid-term Assignment will be given in writing via Brightspace. Feedback on the End-of-Term Essay will be given in writing via Brightspace.

Name Role
Dr Chiara Tedaldi Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 16:00 - 17:50
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